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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/5331

Title: Newly qualified physiotherapists' expectations and experiences of their first posts - A qualitative study
Authors: Naylor, Sandra
Advisors: Hodkinson, S
Evans, R
Kim, T
Publication Date: 2007
Publisher: Brunel University School of Sport and Education PhD Theses
Abstract: This research was based on the premise that an exploration of the experiences of newly qualified physiotherapists could lead to a better preparation for the rapidly changing workplace by identifying the tensions and dilemmas newly qualified practitioners face. The initial review of the literature revealed limited research in physiotherapy relevant to an understanding of experiences of newly qualified physiotherapists. In consequence the literature relevant to professional socialisation, identity formation, and professionalism was also reviewed. The physiotherapy profession's reliance on the biomedical model of healthcare and positivistic research approaches was reviewed in order to highlight the lack of qualitative physiotherapy research. The research in this study is essentially illuminative and has adopted an inductive, phenomenological approach. Semi-structured interviews and reflective field notes were utilised to collect the data. Ten newly qualified physiotherapists were interviewed three times. All data collected was analysed using an inductive and interpretive approach. Three main themes were identified - doing the job; becoming a professional; and the future. The evidence suggested that they 'learnt the ropes' of the dominant culture and conformed in order to be seen to be doing a good job and thereby socialised into the professional. There was little time for CPD activities or any involvement in research. In this way the culture within physiotherapy departments was maintained. It is concluded that if physiotherapy is to adapt to the many changes in the NHS, then it must foster a working environment where newly qualified physiotherapists are encouraged to develop further their graduate skills and implement relevant research findings into their practice to provide patient care.
Description: This thesis was submitted for the degree of Doctor of Education and awarded by Brunel University.
URI: http://bura.brunel.ac.uk/handle/2438/5331
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Dept of Education Theses

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